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Slide an investigation into some approaches to vocabulary teaching and learning and the application of games in teaching and learning vocabulary at pre – intermediate level at foreign language center – haiphong university


An investigation into some approaches to
An investigation into some approaches to
vocabulary teaching and learning and the
vocabulary teaching and learning and the
application of games in teaching and learning
application of games in teaching and learning
vocabulary at pre Intermediate level at
vocabulary at pre Intermediate level at
Foreign Language center haiphong university
Foreign Language center haiphong university

(Nghiên cứu một số cách dạy- học từ vựng và thử nghiệm áp dụng các
trò chơi trong việc dạy và học từ vựng ở ch ơng trình B tại Trung tâm
Ngoại ngữ - Đại học Hải Phòng
)
)

Part one:
Part one:
Introduction

Introduction
Part two:
Part two:


Development
Development
Part three:
Part three:
Conclusion
Conclusion

Part one: Introduction
Without grammar very little can be conveyed,
without vocabulary nothing can be conveyed
(Wilkins, 1972, p.111)
1. Rationale
2. Aims of the study
3. Scope of the study
4. Methods of the study
5. Design of the study


Research questions:
Research questions:

What is the present situation of teaching
What is the present situation of teaching
and learning vocabulary at Pre –
and learning vocabulary at Pre –
Intermediate level at FLC-HPU?
Intermediate level at FLC-HPU?

What is the main reasons of the difficulties
What is the main reasons of the difficulties
in vocabulary teaching and learning at Pre –
in vocabulary teaching and learning at Pre –
Intermediate level at FLC-HPU?
Intermediate level at FLC-HPU?


Do games help learners at Pre –
Do games help learners at Pre –
Intermediate level learn vocabulary more
Intermediate level learn vocabulary more
effectively?
effectively?

Part two: Development
Chapter one:
Chapter one:
Literature review
Literature review
1.1. Vocabulary
1.1. Vocabulary
1.2. Vocabulary in language teaching and learning
1.2. Vocabulary in language teaching and learning
1.3. Approaches to language teaching and their
1.3. Approaches to language teaching and their


relevance to vocabulary
relevance to vocabulary
1.4. Recent research about teaching and learning second
1.4. Recent research about teaching and learning second


language vocabulary
language vocabulary


1.5. Advantages of the use of games in vocabulary
1.5. Advantages of the use of games in vocabulary


teaching and learning
teaching and learning


Part two: Development
Chapter one:
Chapter one:
Literature review
Literature review
1.1. Vocabulary
1.1. Vocabulary
1.1.1. Definition of Vocabulary
1.1.1. Definition of Vocabulary
1.1.2. Concept of words
1.1.2. Concept of words
1.1.3. Words and their meanings
1.1.3. Words and their meanings
1.1.4. Words use
1.1.4. Words use
1.1.5. Form of words
1.1.5. Form of words

1.2.
1.2.
Vocabulary in language teaching and
Vocabulary in language teaching and


learning
learning
1.2.1. A neglect aspect of foreign language
1.2.1. A neglect aspect of foreign language


methodology
methodology
1.2.2. Ineffective vocabulary learning
1.2.2. Ineffective vocabulary learning
1.2.3. The status of vocabulary in current
1.2.3. The status of vocabulary in current


language teaching and learning
language teaching and learning

1.3. Approaches to language teaching and
1.3. Approaches to language teaching and
their relevance to vocabulary
their relevance to vocabulary
1.4. Recent research about teaching and
1.4. Recent research about teaching and
learning second language vocabulary
learning second language vocabulary

1.5. Advantages of the use games in
1.5. Advantages of the use games in
vocabulary teaching and learning
vocabulary teaching and learning

Games can motivate learners by bringing
Games can motivate learners by bringing
fun to classes
fun to classes

Games can provide language practice
Games can provide language practice

Games encourage learners to interact and
Games encourage learners to interact and
communicate with one another
communicate with one another

Games can motivate learners
Games can motivate learners
by bringing fun to classes
by bringing fun to classes

Games are highly motivating because they
Games are highly motivating because they
are amusing and interesting (Ersoz, 2000)
are amusing and interesting (Ersoz, 2000)

By bringing fun to the language classrooms,
By bringing fun to the language classrooms,
games in vocabulary teaching will create a
games in vocabulary teaching will create a
relaxed atmosphere which helps students
relaxed atmosphere which helps students
remember things faster and better
remember things faster and better

Games can provide language practice
Games can provide language practice

Games are used not only for mere fun, but
Games are used not only for mere fun, but
also more importantly for the useful
also more importantly for the useful
practice (Nguyen & Khuat, 2003)
practice (Nguyen & Khuat, 2003)

Well – chosen games are invaluable as they
Well – chosen games are invaluable as they
give students a break and at the same time
give students a break and at the same time
allow students to practice language skills
allow students to practice language skills
(Lee, 1995)
(Lee, 1995)

Games encourage learners to interact
Games encourage learners to interact
and communicate with one another
and communicate with one another

When taking part in the games learners
When taking part in the games learners
have to talk to express or exchange their
have to talk to express or exchange their
ideas with their partners. It can lead to
ideas with their partners. It can lead to
better word learning. (Zimmerman, 1997)
better word learning. (Zimmerman, 1997)

Through interaction with others, learners
Through interaction with others, learners
can get help from each other on the
can get help from each other on the
meaning of unfamiliar words, including
meaning of unfamiliar words, including
vocabulary items they do not know. (Nation
vocabulary items they do not know. (Nation
and Newton, 1977, p.244)
and Newton, 1977, p.244)

Chapter two:
Present situation of teaching and learning English
at Pre-Intermediate level at FLC - HPU
Part two: Development
2.1. Learners and learners’ need
2.1. Learners and learners’ need
2.2. Teachers and teaching methods
2.2. Teachers and teaching methods
2.3. Material and material assessments
2.3. Material and material assessments

Chapter three:
Data collection, findings and disscusion,
some suggestions
Part two: Development
3.1. Data collection
3.1. Data collection
3.2. Findings and discussion
3.2. Findings and discussion
3.3. Application of games in vocabulary
3.3. Application of games in vocabulary


teaching and learning
teaching and learning

3.1.
Data collection
Data collection
Part two: Development
3.1.1. The subject
3.1.1. The subject
3.1.2. Instrument
3.1.2. Instrument
- Questionnaires
- Questionnaires
- Classroom observation
- Classroom observation
- Discussion & small talks
- Discussion & small talks

3.2.
Findings and discussion
Findings and discussion
Part two: Development
-
Both teachers and learners are deeply
Both teachers and learners are deeply


influenced by traditional methods.
influenced by traditional methods.
-
Learners lack sufficient practice of
Learners lack sufficient practice of


vocabulary
vocabulary
-
Learners feel bored in vocabulary lessons
Learners feel bored in vocabulary lessons
-
Most of learners (86.2%) expect their
Most of learners (86.2%) expect their


teachers to adjust their methods to help
teachers to adjust their methods to help


them study vocabulary more effectively
them study vocabulary more effectively

3.3.
Application of games in vocabulary
Application of games in vocabulary
teaching and learning
teaching and learning
Part two: Development
Applied games:
Applied games:
. Hang man
. Hang man
. Simon says
. Simon says
. Word puzzle
. Word puzzle
. Selling and Buying thing
. Selling and Buying thing


Result of Post ’ class survey and
Result of Post ’ class survey and
discussion
discussion
- Teachers’ comment
- Teachers’ comment
- Learners’ reaction, their progress
- Learners’ reaction, their progress


and expectation
and expectation
Part two: Development



Options
Options
Questions
Questions
a
a
b
b
c
c
d
d
1
1
76.6%
76.6%
5.5%
5.5%
14.4%
14.4%
3.3%
3.3%
2
2
45.5%
45.5%
17.8%
17.8%
21.1%
21.1%
15.5%
15.5%
3
3
42.2%
42.2%
41.4%
41.4%
12.2%
12.2%
4.4%
4.4%
4
4
25.2%
25.2%
13.3%
13.3%
34.4%
34.4%
26.6%
26.6%
Table 7
Table 7
:
:
Learners’ reaction, their progress and expectation
Learners’ reaction, their progress and expectation

1.What do you think of the games your
1.What do you think of the games your
teachers used in your vocabulary lesson?
teachers used in your vocabulary lesson?


a.
a.
Very interesting and useful
Very interesting and useful
b.
b.
Rather interesting and useful
Rather interesting and useful
c.
c.
Interesting and useful
Interesting and useful
d.
d.
Uninteresting and useless
Uninteresting and useless

2. How could your classmates help you to
2. How could your classmates help you to
learn vocabulary through games?
learn vocabulary through games?
a.
a.
Help you to guess unknown words
Help you to guess unknown words
b.
b.
Help you to recall the words you have
Help you to recall the words you have
learnt but forgotten
learnt but forgotten
c.
c.
Help you to remember words from the
Help you to remember words from the
games very quickly
games very quickly
d.
d.
Help you enrich your vocabulary
Help you enrich your vocabulary

3. Has your use of vocabulary become
3. Has your use of vocabulary become
better since you joined the games?
better since you joined the games?
a.
a.
Yes, much better
Yes, much better
b.
b.
Yes, better
Yes, better
c.
c.
Yes, little better
Yes, little better
d.
d.
No, not better at all
No, not better at all

4. Which stage of the lesson do you want your
4. Which stage of the lesson do you want your
teachers to use games in vocabulary lessons?
teachers to use games in vocabulary lessons?
a.
a.
In presentation
In presentation
b.
b.
In controlled practice
In controlled practice
c.
c.
In communication practice
In communication practice
d.
d.
At all stages of the lesson
At all stages of the lesson

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